This theme focuses on how
different social and political groups have influenced society and government
in the United States, as well as how political beliefs and institutions have
changed over time.

American
and National Identity

This theme focuses on how and why definitions
of American and national identity and values have developed, as well as on
related topics such as citizenship, constitutionalism, foreign policy,
assimilation, and American exceptionalism.

America
in the World

This theme focuses on the interactions
between nations that affected North American history in the colonial period,
and on the influence of the United States on world affairs.

Work,
Exchange, and Technology

This theme focuses on the factors
behind the development of systems of economic
exchange, particularly the role of technology, economic markets, and
government.

Geography
and the Environment

This theme focuses on the role of
geography and both the natural and human-made environments on social and
political developments in what would become the United States.

Migration
and Settlement

This theme focuses on why and how
the various people who moved to, from, and within
the United States adapted to their new social and physical environments.

Culture
and Society

This theme focuses on the roles
that ideas, beliefs, social mores, and creative expression have played in
shaping the United States, as well as how various
identities, cultures, and values have been preserved or changed in different
contexts of U.S. history.

As native populations migrated and
settled across the vast expanse of North America over time, they developed
distinct and increasingly complex societies by adapting to and transforming
their diverse environments.

Required

Pre-Reading:

7 Events That Made America Americaby Larry Schweikart

Essential
Question(s):

MIG-2.0: Analyze causes of internal migration and patterns
of settlement in what would become the United States,
and explain how migration has affected American life.

Material
to Master:

I.
Different native societies adapted to and transformed their environments
through innovations in agriculture, resource use, and social structure.
A) The spread of maize cultivation from present day
Mexico northward into the present-day American
Southwest and beyond supported economic
development, settlement, advanced irrigation, and
social diversification among societies.
B) Societies responded to the aridity of the Great Basin and the grasslands
of the western Great Plains by developing largely mobile lifestyles.
C) In the Northeast, the Mississippi River Valley,
and along the Atlantic seaboard some societies
developed mixed agricultural and hunter gatherer
economies that favored the development
of permanent villages.
D) Societies in the Northwest and present-day California supported themselves
by hunting and gathering, and in some areas developed settled communities
supported by the vast resources of the ocean.

As native populations migrated and settled across the vast
expanse of North America over time, they developed distinct and increasingly
complex societies by adapting to and transforming their diverse environments.

Required

Pre-Reading:

Essential
Question(s):

GEO-1.0: Explain how geographic and environmental factors shaped
the development of various communities, and analyze how competition for and
debates over natural resources have affected both interactions among
different groups and the development of government policies.

Material
to Master:

I. Different
native societies adapted to and transformed their environments through
innovations in agriculture, resource use, and social structure.
A) The spread of maize cultivation from present day
Mexico northward into the present-day American
Southwest and beyond supported economic
development, settlement, advanced irrigation, and
social diversification among societies.
B) Societies responded to the aridity of the Great Basin and the grasslands
of the western Great Plains by developing largely mobile lifestyles.
C) In the Northeast, the Mississippi River Valley,
and along the Atlantic seaboard some societies
developed mixed agricultural and hunter gatherer
economies that favored the development
of permanent villages.
D) Societies in the Northwest and present-day California supported themselves
by hunting and gathering, and in some areas developed settled communities
supported by the vast resources of the ocean.

WXT-2.0: Explain how patterns of exchange, markets, and private
enterprise have developed, and analyze ways that governments have responded
to economic issues.WXT-3.0: Analyze how technological innovation has affected economic
development and society.WOR-1.0: Explain how cultural interaction, cooperation, competition,
and conflict between empires, nations, and peoples have influenced political,
economic, and social developments in North America.

MIG-1.0: Explain the causes of migration to colonial North
America and, later, the United States, and analyze immigration’s effects on
U.S. society.WXT-1.0: Explain how different labor systems developed in North
America and the United States, and explain their effects on workers’ lives
and U.S. society.GEO-1.0: Explain how geographic and environmental factors shaped the
development of various communities, and analyze how competition for and
debates over natural resources have affected both interactions among
different groups and the development of government policies.

Material
to Master:

I. European
expansion into the Western Hemisphere generated intense social, religious,
political, and economic competition and changes within European societies.
A) European nations’ efforts to explore and conquer the
New World stemmed from a search for new sources
of wealth, economic and military competition, and a
desire to spread Christianity.
B) The Columbian Exchange brought new crops to
Europe from the Americas, stimulating European
population growth, and new sources of mineral
wealth, which facilitated the European shift from
feudalism to capitalism.
C) Improvements in maritime technology and more
organized methods for conducting international
trade, such as joint-stock companies, helped drive
changes to economies in Europe and the Americas.

II.
The Columbian Exchange and development of the Spanish Empire in the Western
Hemisphere resulted in extensive demographic, economic, and social changes.
A) Spanish exploration and conquest of the Americas
were accompanied and furthered by widespread
deadly epidemics that devastated native
populations and by the introduction of crops
and animals not found in the Americas.
B) In the encomienda system, Spanish colonial economies marshaled Native
American labor to support plantation based agriculture and extract precious
metals
and other resources.
C) European traders partnered with some West African
groups who practiced slavery to forcibly extract slave
labor for the Americas. The Spanish imported enslaved
Africans to labor in plantation agriculture and mining.
D) The Spanish developed a caste system that
incorporated, and carefully defined the status of,
the diverse population of Europeans, Africans,
and Native Americans in their empire.

Documents
to be utilized:

- D.W. Meinig,
The Shaping of America: A Geographical Perspective on 500 Years of History,
Volume 1: Atlantic America, 1492-1800

Contact among Europeans, Native
Americans,
and Africans resulted in the Columbian Exchange and significant social, cultural,
and political changes on both sides of the Atlantic Ocean.

Required

Pre-Reading:

Boyer: 31-35

Essential
Question(s):

CUL-1.0: Explain how religious groups and
ideas have affected American society and political life.CUL-3.0: Explain how ideas about women’s rights and gender roles have
affected society and politics.CUL-4.0: Explain how different group identities, including racial,
ethnic, class, and regional identities, have emerged and changed over time.

Material
to Master:

III.
In their interactions, Europeans and Native Americans asserted divergent
worldviews regarding issues such as religion, gender roles, family, land use,
and power.
A) Mutual misunderstandings between Europeans and
Native Americans often defined the early years
of interaction and trade as each group sought to
make sense of the other. Over time, Europeans and
Native Americans adopted some useful aspects of
each other’s culture.
C) Extended contact with Native Americans and Africans fostered a debate
among European religious and political leaders about how non-Europeans should
be treated, as well as evolving religious, cultural, and
racial justifications for the subjugation of Africans
and Native Americans.

Contact among Europeans, Native
Americans,
and Africans resulted in the Columbian Exchange and significant social,
cultural, and political changes on both sides of the Atlantic Ocean.

Europeans developed a variety of
colonization and migration patterns, influenced by different imperial goals,
cultures, and the varied North American environments where they settled, and
they competed with each other and American Indians for resources.

Required

Pre-Reading:

Boyer: 42-46, 82-86

Essential
Question(s):

WOR-1.0: Explain how cultural interaction, cooperation,
competition, and conflict between empires, nations, and peoples have
influenced political, economic, and social developments in North America.

CUL-4.0: Explain how different group identities, including
racial, ethnic, class, and regional identities, have emerged and
changed over time.

Material
to Master:

1.2.III. In their interactions, Europeans and Native Americans
asserted divergent worldviews regarding issues such as religion, gender
roles, family, land use,
and power.

B)
As European encroachments on Native Americans’ lands and demands on their
labor increased, native
peoples sought to defend and maintain their political
sovereignty, economic prosperity, religious beliefs, and concepts of gender
relations through diplomatic negotiations and military resistance.

2.1.I. Spanish, French, Dutch, and British colonizers had different
economic and imperial goals involving land and labor that shaped the social
and political development of
their colonies as well as their relationships with native populations.
A) Spanish efforts to extract wealth from the land led
them to develop institutions based on subjugating native
populations, converting them to Christianity,
and incorporating them, along with enslaved and
free Africans, into the Spanish colonial society.

III.
Competition over resources between European rivals and American Indians
encouraged industry and trade and led to conflict in the Americas.

F)
American Indian resistance to Spanish colonizing efforts in North America,
particularly after the Pueblo Revolt,
led to Spanish accommodation of some aspects of American Indian culture in
the Southwest.

Europeans
developed a variety of colonization and migration patterns, influenced by
different imperial goals, cultures, and the varied North American
environments where they settled, and they competed with each other and
American Indians for resources.

Required

Pre-Reading:

Boyer: 46-48, 68-74

Essential
Question(s):

WOR-1.0: Explain how cultural
interaction, cooperation, competition, and conflict between empires, nations,
and peoples have influenced political, economic, and social developments in
North America.

NAT-1.0: Explain how ideas about democracy, freedom, and
individualism found expression in the development of cultural values,
political institutions, and American identity.WXT-2.0: Explain how patterns of exchange, markets, and private
enterprise have developed, and analyze ways that governments have responded
to economic issues.MIG-1.0: Explain the causes of migration to colonial North America
and, later, the United States, and analyze immigration’s effects on U.S.
society.MIG-2.0: Analyze causes of internal migration and patterns of
settlement in what would become the United States, and explain how migration
has affected American life.GEO-1.0: Explain how geographic and environmental factors shaped the
development of various communities, and analyze how competition for and
debates over natural resources have affected both interactions among
different groups and the development of government policies.

CUL-4.0: Explain how different group identities, including
racial, ethnic, class, and regional identities, have emerged and changed over
time.

Material
to Master:

I.
Spanish, French, Dutch, and British colonizers had different economic and imperial
goals involving land and labor that shaped the social and political
development of their colonies as well as their relationships with native
populations.
A) Spanish efforts to extract wealth from the land led
them to develop institutions based on subjugating native populations,
converting them to Christianity,
and incorporating them, along with enslaved and
free Africans, into the Spanish colonial society.
B) French and Dutch colonial efforts involved relatively
few Europeans and relied on trade alliances and intermarriage with American
Indians to build economic and diplomatic relationships and acquire furs and
other products for export to Europe.
C) English colonization efforts attracted a comparatively large number of
male and female British migrants, as well as other European migrants, all of
whom sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

II.
In the 17th century, early British colonies developed along the Atlantic
coast, with regional differences that reflected various environmental,
economic, cultural, and demographic factors.
A) The Chesapeake and North Carolina colonies grew prosperous exporting
tobacco — a labor-intensive
product initially cultivated by white, mostly male indentured servants and
later by enslaved Africans.
B) The New England colonies, initially settled by Puritans, developed around
small towns with family farms and achieved a thriving mixed economy of
agriculture and commerce.
C) The middle colonies supported a flourishing export economy based on cereal
crops and attracted
a broad range of European migrants, leading to societies with greater
cultural, ethnic, and religious diversity and tolerance.
D) The colonies of the southernmost Atlantic coast and the British West
Indies used long growing seasons to
develop plantation economies based on exporting staple crops. They depended
on the labor of enslaved
Africans, who often constituted the majority of the population in these areas
and developed their own forms of cultural and religious autonomy.
E) Distance and Britain’s initially lax attention led to the colonies
creating self-governing institutions that were
unusually democratic for the era. The New England colonies based power in
participatory town meetings,
which in turn elected members to their colonial legislatures; in the Southern
colonies, elite planters
exercised local authority and also dominated the elected assemblies.

III.
Competition over resources between European rivals and American Indians
encouraged industry and trade and led to conflict in the Americas.

C)
Interactions between European rivals and American Indian populations fostered
both accommodation and conflict. French, Dutch, British, and Spanish colonies
allied with and armed American Indian groups, who frequently sought alliances
with Europeans against other Indian groups.

2.2 The British colonies participated in political,
social, cultural, and economic exchanges with Great Britain that encouraged
both stronger bonds with Britain and resistance to Britain’s control.

Required

Pre-Reading:

Essential
Question(s):

CUL-4.0: Explain how
different group identities, including racial, ethnic, class, and regional
identities, have emerged and changed over time.

Material
to Master:

II. Like other European empires
in the Americas that participated in the Atlantic slave trade, the English
colonies developed a system of slavery that reflected
the specific economic, demographic, and geographic characteristics of those
colonies.

A) All the British colonies
participated to varying degrees in the Atlantic slave trade due to the
abundance of land and a growing European demand
for colonial goods, as well as a shortage of indentured
servants. Small New England farms used relatively few enslaved laborers, all
port cities held significant
minorities of enslaved people, and the emerging plantation systems of the
Chesapeake and the southernmost Atlantic coast had large numbers of enslaved
workers, while the great majority of enslaved Africans were sent to the West
Indies.
B) As chattel slavery became the dominant labor system in many southern
colonies, new laws created a strict racial system that prohibited interracial
relationships and defined the descendants of African American mothers as
black and enslaved in perpetuity.
C) Africans developed both overt and covert means to resist the dehumanizing
aspects of slavery and maintain their family and gender systems, culture, and
religion.

Documents
to be utilized:

-Proceedings and Acts of the
General Assembly of Maryland (September 1664)

Why does Zinn ask if racism
"was...the result of a "natural" antipathy of white against
black?"

Was racism created in colonial
Virginia?

Day:

8

Dates:

1607-1754

Topic #:

Key Concept 2.2; GPS SSUSH1a,
SSUSH2b

Our
Topic:

Chesapeake Colonies

2.2 The British colonies participated in political, social,
cultural, and economic exchanges with Great Britain that encouraged both
stronger bonds with Britain and resistance to Britain’s control.

Required

Pre-Reading:

Zinn: 21-38 (Chapter 2 Drawing the Color Line)

Essential
Question(s):

WXT-1.0: Explain how
different labor systems developed in North America and the United States, and
explain their effects on workers’ lives and U.S. society.CUL-3.0: Explain how ideas about women’s rights and gender roles have affected
society and politics.CUL-4.0: Explain how different group identities, including racial,
ethnic, class, and regional identities, have emerged and
changed over time.WOR-1.0: Explain how cultural interaction, cooperation, competition,
and conflict between empires, nations, and peoples have influenced political,
economic, and social developments in North America.

Material
to Master:

II. Like other European
empires in the Americas that participated in the Atlantic slave trade, the English
colonies developed a system of slavery that reflected
the specific economic, demographic, and geographic characteristics of those
colonies.

A) All the British colonies
participated to varying degrees in the Atlantic slave trade due to the
abundance of land and a growing European demand
for colonial goods, as well as a shortage of indentured
servants. Small New England farms used relatively few enslaved laborers, all
port cities held significant
minorities of enslaved people, and the emerging plantation systems of the
Chesapeake and the southernmost Atlantic coast had large numbers of enslaved
workers, while the great majority of enslaved Africans were sent to the West
Indies.
B) As chattel slavery became the dominant labor system in many southern colonies,
new laws created a strict racial system that prohibited interracial
relationships and defined the descendants of African American mothers as
black and enslaved in perpetuity.
C) Africans developed both overt and covert means to resist the dehumanizing
aspects of slavery and maintain their family and gender systems, culture, and
religion.

Documents
to be utilized:

A People's History of the
United States 1492-Present, by Howard Zinn, chapter 2

In
Class:

Socratic Seminar

Guiding questions:

1. Why did slavery take hold in
Virginia?

2. Why were the slaves black?

3. How did blacks respond to
slavery

4. Why does Zinn ask if racism
"was...the result of a "natural" antipathy of white against
black?"

Europeans developed a variety
of colonization and migration patterns, influenced by different imperial
goals, cultures, and the varied North American environments where they
settled, and they competed with each other and American Indians for
resources.

Required

Pre-Reading:

Boyer: 48-63

Essential
Question(s):

NAT-1.0: Explain how ideas about democracy, freedom, and
individualism found expression in the development of cultural values,
political institutions, and American identity.WXT-2.0: Explain how patterns of exchange, markets, and private
enterprise have developed, and analyze ways that governments have responded
to economic issues.MIG-1.0: Explain the causes of migration to colonial North America
and, later, the United States, and analyze immigration’s effects on U.S.
society.MIG-2.0: Analyze causes of internal migration and patterns of
settlement in what would become the United States, and explain how migration
has affected American life.

GEO-1.0: Explain how geographic and environmental factors
shaped the development of various communities, and analyze how competition
for and debates over natural resources have affected both interactions among
different groups and the development of government policies.

CUL-4.0: Explain how different group identities, including
racial, ethnic, class, and regional identities, have emerged and changed over
time.

Material
to Master:

I.
Spanish, French, Dutch, and British colonizers had different economic and imperial
goals involving land and labor that shaped the social and political
development of their colonies as well as their relationships with native
populations.

C)
English colonization efforts attracted a comparatively large number of male
and female British migrants, as well as other European migrants, all of whom
sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

II.
In the 17th century, early British colonies developed along the Atlantic
coast, with regional differences that reflected various environmental,
economic, cultural, and demographic factors.
A) The Chesapeake and North Carolina colonies grew prosperous exporting
tobacco — a labor-intensive
product initially cultivated by white, mostly male indentured servants and
later by enslaved Africans.
B) The New England colonies, initially settled by Puritans, developed around
small towns with family farms and achieved a thriving mixed economy of
agriculture and commerce.

2.1
Europeans developed a variety of colonization and migration patterns,
influenced by different imperial goals, cultures, and the varied North American
environments where they settled, and they competed with each other and
American Indians for resources.

2.2
The British colonies participated in political, social, cultural, and
economic exchanges with Great Britain that encouraged both stronger bonds
with Britain and resistance to Britain’s control.

NAT-1.0:
Explain how ideas about democracy,
freedom, and individualism found expression in the development of cultural values,
political institutions, and American identity.

Material
to Master:

II. In the 17th century,
early British colonies developed along the Atlantic coast, with regional differences
that reflected various environmental, economic, cultural, and demographic
factors.
B) The New England colonies, initially settled by Puritans, developed around
small towns with family farms and achieved a thriving mixed economy of
agriculture and commerce.
E) Distance and Britain’s initially lax attention led to the colonies
creating self-governing institutions that were
unusually democratic for the era. The New England colonies based power in
participatory town meetings,
which in turn elected members to their colonial legislatures; in the Southern
colonies, elite planters
exercised local authority and also dominated the elected assemblies.

I. Transatlantic commercial,
religious, philosophical, and political exchanges led
residents of the British colonies to evolve in their political and cultural
attitudes as
they became increasingly tied to Britain and one another.

D) Colonists’ resistance to
imperial control drew on
local experiences of self-government, evolving ideas
of liberty, the political thought of the Enlightenment, greater religious
independence and diversity, and an ideology critical of perceived corruption
in the imperial system.

Question: In the
seventeenth century, New England Puritans tried to create a model
society. What were their aspirations, and to what extent were those
aspirations fulfilled during the seventeenth century?

2.1:
Europeans developed a variety of colonization and migration patterns,
influenced by different imperial goals, cultures, and the varied North
American environments where they settled, and
they competed with each other and American Indians for resources.

Required

Pre-Reading:

Boyer: 63-68

Essential
Question(s):

WOR-1.0: Explain how
cultural interaction, cooperation, competition, and conflict between empires,
nations, and peoples have influenced political, economic, and social
developments in North America.

CUL-4.0: Explain how
different group identities, including racial, ethnic, class, and regional
identities, have emerged and
changed over time.

Material
to Master:

2.1

I.
Spanish, French, Dutch, and British colonizers had different economic and
imperial goals involving land and labor that shaped the social and political
development of
their colonies as well as their relationships with native populations.

C)
English colonization efforts attracted a comparatively
large number of male and female British migrants,
as well as other European migrants, all of whom
sought social mobility, economic prosperity, religious freedom, and improved
living conditions. These colonists focused on agriculture and settled on land
taken from Native Americans, from whom they lived separately.

Documents
to be utilized:

In
Class:

Salem Witch Trials

Students read primary source accounts of Salem witch
trials to find evidence to support an answer to this questions

Throughout the colonial period, economic concerns had more
to do with the settling of British North America than did religious
concerns. Assess the validity of this statement with specific reference
to economic and religious concerns.

Europeans
developed a variety of colonization and migration patterns, influenced by
different imperial goals, cultures, and the varied North American
environments where they settled, and they competed with each other and
American Indians for resources.

Required

Pre-Reading:

Boyer: 75-82

Essential
Question(s):

WOR-1.0: Explain how cultural
interaction, cooperation, competition, and conflict between empires, nations,
and peoples have influenced political, economic, and social developments in
North America.

NAT-1.0: Explain how ideas about democracy, freedom, and
individualism found expression in the development of cultural values,
political institutions, and American identity.WXT-2.0: Explain how patterns of exchange, markets, and private
enterprise have developed, and analyze ways that governments have responded
to economic issues.MIG-1.0: Explain the causes of migration to colonial North America
and, later, the United States, and analyze immigration’s effects on U.S.
society.MIG-2.0: Analyze causes of internal migration and patterns of
settlement in what would become the United States, and explain how migration
has affected American life.GEO-1.0: Explain how geographic and environmental factors shaped the
development of various communities, and analyze how competition for and
debates over natural resources have affected both interactions among
different groups and the development of government policies.

CUL-4.0: Explain how different group identities, including
racial, ethnic, class, and regional identities, have emerged and changed over
time.

Material
to Master:

I.
Spanish, French, Dutch, and British colonizers had different economic and imperial
goals involving land and labor that shaped the social and political
development of their colonies as well as their relationships with native
populations.
C) English colonization efforts attracted a comparatively large number of
male and female British migrants, as well as other European migrants, all of
whom sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

II.
In the 17th century, early British colonies developed along the Atlantic
coast, with regional differences that reflected various environmental,
economic, cultural, and demographic factors.
A) The Chesapeake and North Carolina colonies grew prosperous exporting
tobacco — a labor-intensive
product initially cultivated by white, mostly male indentured servants and
later by enslaved Africans.
B) The New England colonies, initially settled by Puritans, developed around
small towns with family farms and achieved a thriving mixed economy of
agriculture and commerce.
C) The middle colonies supported a flourishing export economy based on cereal
crops and attracted
a broad range of European migrants, leading to societies with greater cultural,
ethnic, and religious diversity and tolerance.
D) The colonies of the southernmost Atlantic coast and the British West
Indies used long growing seasons to
develop plantation economies based on exporting staple crops. They depended
on the labor of enslaved
Africans, who often constituted the majority of the population in these areas
and developed their own forms of cultural and religious autonomy.
E) Distance and Britain’s initially lax attention led to the colonies
creating self-governing institutions that were
unusually democratic for the era. The New England colonies based power in
participatory town meetings,
which in turn elected members to their colonial legislatures; in the Southern
colonies, elite planters
exercised local authority and also dominated the elected assemblies.

III.
Competition over resources between European rivals and American Indians
encouraged industry and trade and led to conflict in the Americas.

C)
Interactions between European rivals and American Indian populations fostered
both accommodation and conflict. French, Dutch, British, and Spanish colonies
allied with and armed American Indian groups, who frequently sought alliances
with Europeans against other Indian groups.

E)
British conflicts with American Indians over land, resources, and political
boundaries led to military
confrontations, such as Metacom’s War (King
Philip’s War) in New England.

Europeans
developed a variety of colonization and migration patterns, influenced by
different imperial goals, cultures, and the varied North American
environments where they settled, and they competed with each other and
American Indians for resources.

Required

Pre-Reading:

Boyer: 75-82

Essential
Question(s):

WOR-1.0: Explain how cultural
interaction, cooperation, competition, and conflict between empires, nations,
and peoples have influenced political, economic, and social developments in
North America.

NAT-1.0: Explain how ideas about democracy, freedom, and
individualism found expression in the development of cultural values,
political institutions, and American identity.WXT-2.0: Explain how patterns of exchange, markets, and private
enterprise have developed, and analyze ways that governments have responded
to economic issues.MIG-1.0: Explain the causes of migration to colonial North America
and, later, the United States, and analyze immigration’s effects on U.S.
society.MIG-2.0: Analyze causes of internal migration and patterns of
settlement in what would become the United States, and explain how migration
has affected American life.GEO-1.0: Explain how geographic and environmental factors shaped the
development of various communities, and analyze how competition for and
debates over natural resources have affected both interactions among
different groups and the development of government policies.

CUL-4.0: Explain how different group identities, including
racial, ethnic, class, and regional identities, have emerged and changed over
time.

Material
to Master:

I.
Spanish, French, Dutch, and British colonizers had different economic and imperial
goals involving land and labor that shaped the social and political
development of their colonies as well as their relationships with native
populations.
C) English colonization efforts attracted a comparatively large number of
male and female British migrants, as well as other European migrants, all of
whom sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

II.
In the 17th century, early British colonies developed along the Atlantic
coast, with regional differences that reflected various environmental,
economic, cultural, and demographic factors.
A) The Chesapeake and North Carolina colonies grew prosperous exporting
tobacco — a labor-intensive
product initially cultivated by white, mostly male indentured servants and
later by enslaved Africans.
B) The New England colonies, initially settled by Puritans, developed around
small towns with family farms and achieved a thriving mixed economy of
agriculture and commerce.
C) The middle colonies supported a flourishing export economy based on cereal
crops and attracted
a broad range of European migrants, leading to societies with greater cultural,
ethnic, and religious diversity and tolerance.
D) The colonies of the southernmost Atlantic coast and the British West
Indies used long growing seasons to
develop plantation economies based on exporting staple crops. They depended
on the labor of enslaved
Africans, who often constituted the majority of the population in these areas
and developed their own forms of cultural and religious autonomy.
E) Distance and Britain’s initially lax attention led to the colonies
creating self-governing institutions that were
unusually democratic for the era. The New England colonies based power in
participatory town meetings,
which in turn elected members to their colonial legislatures; in the Southern
colonies, elite planters
exercised local authority and also dominated the elected assemblies.

III.
Competition over resources between European rivals and American Indians
encouraged industry and trade and led to conflict in the Americas.

C)
Interactions between European rivals and American Indian populations fostered
both accommodation and conflict. French, Dutch, British, and Spanish colonies
allied with and armed American Indian groups, who frequently sought alliances
with Europeans against other Indian groups.

E)
British conflicts with American Indians over land, resources, and political
boundaries led to military
confrontations, such as Metacom’s War (King
Philip’s War) in New England.

2.1: Europeans developed a
variety of colonization and migration patterns, influenced by different imperial
goals, cultures, and the varied North American environments where they
settled, and they competed with each other and American Indians for
resources.

2.2: The British colonies
participated in political, social, cultural, and economic exchanges with
Great Britain that encouraged both stronger bonds with Britain and resistance
to Britain’s control.

Required

Pre-Reading:

Boyer: 89-100

Essential
Question(s):

WOR-1.0: Explain how cultural
interaction, cooperation, competition, and conflict between empires, nations,
and peoples have influenced political, economic, and social developments in
North America.

NAT-1.0: Explain how ideas
about democracy, freedom, and individualism found expression in the
development of cultural values, political institutions, and American
identity.

WXT-2.0: Explain how
patterns of exchange, markets, and private enterprise have developed, and
analyze ways that governments have responded to economic issues.

CUL-2.0: Explain how
artistic, philosophical, and scientific ideas have developed and shaped
society and institutions.

Material
to Master:

2.1

III.
Competition over resources between European rivals and American Indians encouraged
industry and trade and led to conflict in the Americas.

A)
An Atlantic economy developed in which goods, as well as enslaved Africans
and American Indians, were exchanged between Europe, Africa, and the Americas
through extensive trade networks. European colonial economies focused on
acquiring, producing, and exporting
commodities that were valued in Europe and gaining new sources of labor.

C)
Interactions between European rivals and American Indian populations fostered
both accommodation and conflict. French, Dutch, British, and Spanish colonies
allied
with and armed American Indian groups, who frequently sought alliances with
Europeans against other Indian groups.

D)
The goals and interests of European leaders and colonists at times diverged,
leading to a growing mistrust
on both sides of the Atlantic. Colonists, especially in British North
America, expressed dissatisfaction over issues
including territorial settlements, frontier defense, self-rule, and trade.

2.2

I.
Transatlantic commercial, religious, philosophical, and political exchanges
led residents of the British colonies to evolve in their political and
cultural attitudes as
they became increasingly tied to Britain and one another.

A) The
presence of different European religious and ethnic
groups contributed to a significant degree of pluralism
and intellectual exchange, which were later enhanced
by the first Great Awakening and the spread of European
Enlightenment ideas.

B)
The British colonies experienced a gradual Anglicization over time,
developing autonomous political communities based on English models with
influence from intercolonial
commercial ties, the emergence of a trans-Atlantic print
culture, and the spread of Protestant evangelicalism.

C)
The British government increasingly attempted to
incorporate its North American colonies into a coherent,
hierarchical, and imperial structure in order to pursue
mercantilist economic aims, but conflicts with colonists
and American Indians led to erratic enforcement
of imperial policies.

D)
Colonists’ resistance to imperial control drew on
local experiences of self-government, evolving ideas
of liberty, the political thought of the Enlightenment, greater religious
independence and diversity, and an ideology critical of perceived corruption
in the imperial system.

Documents
to be utilized:

A Patriot's History of the
United States from Columbus's Great Discovery to the War on Terror by
Larry Schweikart and Michael Allen, chapter 1